Engineering Design Challenge
Project Title: Let It Rain
Project Source: STEM Improvement Lesson Development Team
Project Submitter: STEM Improvement Lesson Development Team
Grade Level/Subject: Math, Grade Six, 1st Quarter
Lesson Description:
Through this hands-on experience, students will apply the Engineering Design
Process to solve a problem. They will work in teams to design technology, a
water collection device, to collect rainwater for watering plants. Addition and
subtraction of fractions will be used to explore rainfall amounts for the Mobile
Area. In this lesson technology will be defined as the study of the human-made
world, specifically the knowledge, techniques, systems, and artifacts created by
humans to satisfy their wants and needs.
Engineering Challenge: Your classroom has been selected as an engineering
firm to design a rainfall collection device for a school. The device must be
capable of meeting the watering requirements for four planter boxes of flowers
that the teacher wants to display in the school. During the summer months the
container may only be emptied once a month (every 4 weeks).
Learning Objectives: Add and Subtract Fractions, analyze weather patterns to
gather information about rainfall, apply the Engineering Design Process to solve
a problem, define technology
Educational Content Standards
Alabama Mathematics: A. Apply number and operations content to solve a
real world problem involving meteorology
1. Demonstrate computational fluency with addition and subtraction of fraction
Alabama Science: 2 – Conduct a systematic approach to creative problem
solving and finding ways to meet society’s needs.
3. Conduct investigations using the engineering design process to build an
understanding of meteorology.
3.3 – Identify local weather and patterns
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Materials required:
For each team of 3-4 students:
2-3 small plastic containers of varying sizes, 2-3 large sheets of drawing
paper, markers, ruler, small dishpan to collect water, plastic measuring cup,
water, 2 copies of Student Handout B
For each student:
1 copy of Student Handout A
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Let It Rain
Sixth Grade Math First Quarter
Day 1
Preparation:
Copy Student Handouts (A – 1 per student; B – 2 per team)
Assign students to teams of 3 - 4
Engage: (15 minutes)
Show students a video clip of a rainfall event (TBD); Establish the need for water
conservation and for protecting our natural resources.
Only about 1 % of the earth’s supply of water is fresh water and can be used for
drinking and other purposes.
*Teacher note: Prior to teaching this unit it is recommended that you read Chapter 16
of the 6th grade science textbook for background information.
Clarify the definition of technology. Have students list at least 3 examples of technology
they see in the classroom. Expect answers like computers, calculators,
SmartBoard, etc.
Hold up a couple of objects such as a stapler, pencil, dry erase marker, a shoe or
paper clip. Explain that these are examples of technology. Ask students what they
think you mean when you say technology. Lead students to understand that technology
is something designed by people to meet a need. For example, a bicycle is technology.
It was designed to meet a need for transportation. Ask students to suggest what need
they think the objects you held up were designed to meet.
Tell students that we will be using the following definition of technology:
Technology is defined as the study of the human-made world, specifically the
knowledge, techniques, systems, and artifacts created by humans to satisfy their wants
and needs.
Explain that students are (or will be) studying weather in science. In math they will be
looking at rainfall and ways to conserve water.
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Ask students to list some examples of technology associated with these topics.
Examples: rain gauges, thermometers, water filters, anemometers, etc.
Define the Problem
Your classroom has been selected as an engineering firm to design a rainfall collection
device for a school. The device must be capable of meeting the watering requirements
for four planter boxes of flowers that the teacher wants to display in the school. During
the summer months the container may only be emptied once a month (every 4 weeks).
Tell students that each planter requires 4 1/3 cups of water each week to grow and
thrive. Each student design team’s task is to design a model of a water collection
device that will be placed in the school yard. Each collection device must be capable of
collecting enough water to meet the monthly water need of all 4 planter boxes.
Research the Problem
Ask: What are some things you need to know before starting this challenge?
Allow students to brainstorm. Record answers on the board.
Possible student responses:
How much rain do we get in a week? Month?
How much rain do we get in 3 months?
What are some weather patterns or conditions that
impact the amount of rainfall in Mobile?
How big will the container have to be?
How will we measure the rainfall?
What materials can we use?
How much water is needed for all four planters?
Tell students that we do not have to know about materials right now. We will just be
designing the container, not building it. The answer to some of the other questions will
help us with our designs, but we will have to do some research to find the answers to
them.
*Teacher note: If students do not mention amounts of rainfall or weather patterns use
questions to guide them in that direction. For example: Is it important for us to know
about the weather in Mobile. What are some things about Mobile’s weather that we
need to think about?
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Ask: What are some other things you might need to think about when designing your
containers? Possible answers: How will you get the water to the plants? How can you
keep bugs and trash out of the water? What if the water evaporates? What if animals
drink the water?
Explain that students will get a chance to answer this type of question later. We are
going to start by doing some research to find out about rainfall and the amount of water
needed.
Explore:
Research the Problem (continued) –
Divide students into teams of 3 or 4 students and distribute Student Handouts A and B.
Allow the students to organize their data and plans however they decide. Do not
tell them how to do this. Guide them with questions if necessary.
Examples:
What information do you need?
Where can you get this information?
What type of testing will you need to conduct?
Gather Information – Students work as a team to complete Student Handout A. Student
Handout B has information the students will need to be able to answer questions
about rainfall in the Mobile Area. (Note: If time permits, teachers can ask other
questions about information in Handout B to give students more opportunities to
add, subtract and compare fractions.)
Provide each team with 2 -3 different sizes of small plastic
containers. Student design teams conduct experiments to determine the
relationship between depth of water and quantity of water..
Use a small container to measure water amounts then scale up.
(This sets the stage for the fact that the height of water can be reduced by
increasing the size of the base of the collection device.)
*Teacher note: If students have trouble understanding the concept of reducing the
height of water needed by increasing the size of the base, tell them to think about
a swimming pool. Compare what an inch of water in the swimming pool would
look like to an inch of water in one of the small plastic containers.
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Develop Solutions
After completing Student Handout A, student design teams brainstorm possible
designs for a rain collection device. Remind students to use the information from
their research. Make sure they include the dimensions for their container.
Choose a Solution – Direct student teams to choose their best possible design. Have
them justify their choice.
Create a Model – Explain that engineers use models to help them share their designs
with others. Sometimes they use 3-dimensional models to build a prototype.
They also use drawings or blueprints to explain their designs.
Tell student design teams that they will draw a sketch of their selected design to
show to the class. Make sure they label the dimensions of their designs.
(Designs do not have to be drawn to scale.)
If some teams finish early encourage them to think about solutions to some of the
problems mentioned earlier and add features to their designs that might solve
those problems. For example, to keep animals from drinking the water they
might design a cover that will let the rain it, but keep animals out.
Explain:
Communicate
- Teams present their designs to the class.
- Give the students 5 minutes to organize their presentation
- Each team should select one team member to make the presentation
for the team with the final design
- Each group should keep their presentation brief and to the point
Extend:
Redesign
After all teams have presented their design lead a discussion of the advantages and
disadvantages of each design. Encourage behaviors that will build a climate of respect
in the classroom.
Allow a few minutes for teams to meet and discuss some features they would like to
consider changing or adding to their design that would make it better.
Ask students to describe what they did to solve the problem. Relate their responses to
the Engineering Design Process
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Let It Rain
Student Handout A
Design a Rain Collection Device for Your Schoolyard
You are working as a team of engineers who have been given the challenge to design a rain
water collection device for your school yard. The rain collected in this device will be used to
care for flower plants at the school. There will be 4 flower planter boxes. Each planter will
need 4 1/3 cups of water every week. The collection devices must be capable of collecting
enough water to meet the monthly water need of all 4 planter boxes.
Your team must examine local rainfall patterns to determine how large a collection device is
required and draw a sketch of your design. You will need to do some math calculations so that
you can compare and contrast typical monthly rainfall amounts and also to relate the depth of
water collected to the amount or water required.
Work with your team to answer the following questions.
PART A:
1. What is the total amount of rain you will need for one week? ________,
For one month? ____________
2. How much rain will be needed for all four planters for the summer (June,
July and August)? ________
Explain your answers:
___________________________________________________________________
___________________________________________________________________
Part B:
Review the rainfall data for Mobile’s regional airport to answer the following
questions.
1. What was the total rainfall for the Summer (June, July and August) of
2010?
2. In 2010, what was the minimum (smallest amount) and maximum
(largest amount) of rainfall?
3. What was the 50 year average for rainfall during June, July and
August?
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4. What are the minimum and maximum rainfall amounts for the 50
year average?
5. How does the total amount of rainfall for 2010 compare to the 50
year average?
6. What is the difference in the amount of rainfall in July of 2010
compared to the 50 year average for July? What might have caused
the difference?
7. Is there other information that you need to know before designing
your collection device?
PART C:
Analyze the rainfall data to determine how large your rainfall collector needs to
be.
Conduct any necessary experiments to determine how large your rainfall
collection device needs to be.
Design and sketch your collection device.
1. As a team, develop and agree on a design for the rain collection device
2. Make a sketch of your selected rain collection design. Your sketch must
show all dimensions and include a scale for measuring the depth of
water.
3. Determine the depth of rainwater that must be collected in your design
to meet the watering requirements specified by your teacher.
Part D:
Communicate your results.
1. Prepare a presentation on the results of your design. Select one team
member to make the presentation to the entire class.
2. Evaluate design presentations by all teams and select the best design
from the entire class
Student Handout B
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Rainfall Data for Mobile Area
50 year average (inches)
Mobile Area
2010 actual (inches)
Mobile Area
Month
Jan
5
3 1/2
Feb
5 1/4
4 7/8
Mar
6 5/8
4
Apr
5 1/4
1 3/4
May
5 5/8
8 7/8
Jun
5 1/4
3 3/8
Jul
7 1/2
4 3/8
Aug
6 7/8
7 1/4
Sep
5 3/4
2
Oct
3
4 1/8
Nov
4 1/4
6
Dec
5 3/8
1 3/8
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Let It Rain
Student Handout C
Draw and label a sketch of your team’s design.
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